10:45am, February 7

(or why I need to re-think an effective teaching strategy)

On February 7, I reserved L-105 and took my history students to the Bradner library.

My plan was to conduct an exercise where I would first present materials and then have the students use library resources to complete a project that would re-enforce information I covered, assess their understanding of the material, and lay the groundwork for the next lesson. After I finished my presentation, I released students from the classroom to begin using the library.

It used to be easy for students to do the tasks I wanted completed during the next half hour. But, beginning fall semester, students began to have problems.

I tried to ignore the difficulties, because I use this effective class structure for several assignments in four different courses. However, at 10:45am, February 7, I had to accept the fact that I need to make adjustments to this strategy because students are running into too many difficulties.

The problem is that the library is getting much too popular.

Three of my students were able to share the one computer that was not already in use.

Fortunately, two students—who were not in my class—were already sharing a computer. Otherwise, there would have been no open computers for my students.

Two students had laptops to use in the classroom. Having laptops in the classroom helps, but I can’t require students to bring them to class.

Nine students left the library to do their work in MC 100. Because the computer lab does not open until 9:00am, this option is not available to students in my 8:00am classes. Furthermore in the computer lab, students are limited to on-line resources and cannot easily consult books, magazines, and the reference librarians.

I’m glad that L-105 was available because that gave a needed place for my students to work together, because…

…all of the study rooms were in use

…all of the tables were in use

…the atrium was crowed

Because I was formerly the Coordinate Writing Fellows, I “know” that mornings were not the most popular time for tutors. But I realize that this knowledge would not past the currency test. As I tell my students, what used to be true—even last year—may no longer be true.

Even this early in the semester, at 10:45am on February 7, at least 20 people were working in the LAC. So using that room as an overflow for my students was not an option.

Even when I used to bring classes to the library, there was never much of a wait for the reference librarian even when he or she was working with other students. But at 10:45am on February 7, the demand was so great that students could have waited up to a half hour to meet with Professor Nuffer.

Fortunately, Professor Pricer ran a supplemental reference desk out of his office. I am aware that Professor Nuffer and Professor Pricer routinely back each other up when lines begin to form.

Usually, as a way to force students to develop relationships with the reference librarians, I refuse to answer questions until they first talk to a reference librarian. But because of the demands at 10:45am on February 7—not just from my students—on Professors Nuffer and Pricer, I taught students how to use the on-line card catalogue. Students then taught other students how to use this resource.

For selfish reasons, I would welcome an empty library reserved for my students.
But I’d rather see a well-used library.

I guess I’ll just have to re-think this effective teaching strategy.

–Steven L. Berg, PhD